PM&E Guideline

Participatory Monitoring and Evaluation (PM&E) Guideline

2015

SOUTH ASIA PARTNERSHIP BANGLADESH

MONITORING AND EVALUATION UNIT

Child Centered Recovery and Resilience (C2R2)

IntroductionMonitoring and Evaluation is very important task for development project for ensuring accountability and tracking the impact through the project interventions. By participatory Monitoring and Evaluation, the beneficiaries of the project is contributed directly in the implementation of the project in the working area and it’s ensure a greater accountability and strengthen the ownership of the project. For this reason, the participatory monitoring and evaluation is become very well-known and more acceptable to the donors. Child Centered Recovery and Resilience (C2R2), piloting project implementing at Barguna in Bangladesh is implementing through involving the stakeholders and beneficiaries of the project directly for perfectly implementation of the project in the working area. For participatory nature of the project, it has already formed different kinds of change group in the community as well as project implementation committee (PIC) for perfectly observing the project intervention through their direct participation. For monitoring this project, SAP-Bangladesh has developed a PM&E system for the project. The PM&E system of the project is done in three tier from the community to the SAP-Bangladesh Management. This PM&E will perfectly showed the process of Monitoring as well as different kind of tools and method for perfectly implementation of this process in the community level. And profound the area of accountability of SAP-Bangladesh Management to the community as well as the supporter and donors. This paper shows the process of PM&E system and introducing different tools of the PM&E system. Objectives

To involve the beneficiaries in project monitoring and evaluation To strengthen the accountabilities to community To build community ownership of the project

Steps of PM&E system

Figure-1: Steps of PM&E System

Steps-1: Analysis PM&E Framework By analyzing the LFA, it helps to get the perfect information of project design. LFA clearly helps to develop interlocking hierarchical indicator which is very important for developing PM&E framework of the project. The PM&E framework describes the details information of implementation of Participatory Monitoring and Evaluation. So

SAP-BD M&E Unit | PM&E Guideline

Analysis PM&E framework

Steps-1

Analysis the indicator and identify the Data Needs

Steps-2 Set a PM&E Protocol Steps-3

Data Collection Tool

Steps-4 Data Collection Technique

Steps-5

Data Analysis

Steps-6Reporting and Sharing

Steps-7

by analyzing the PM&E framework, the indicator of impact, outcome and intermediate outcome can be perfectly observed. It helps to set the needs of information and fostering the capability to chalk out the path to go ahead. In annex-1, the PM&E framework is attached. Steps-2: Analysis the indicator and Identify the Data NeedsFor perfectly monitoring a project, Data is very important issues. But it is important to identify which data is need to track the impact. So, for identifying the data need, the analyzing of indicator and setting Monitoring Question is inevitable. There are different kinds of data can be found in the field. But the data is specific related to the intervention is very important. In Annex-2, Data needs table is attached for perfectly getting which data is applicable for which interventions. Steps-3: PM&E Protocol

PMT2-Participatory Monitoring Team, PMT1-Project Management Team = Direct Relation

= Indirect Relation

Figure-2: PM&E System Protocol


By visiting in the working area, monthly and regular support from the Head Office, SAP-Bangladesh M&E team will manage the PM&E system of C2R2. And For Evaluation SWOT Analysis and Periodic Evaluation, the M&E team indirectly cooperate the project team. The program team manage project implementation and cooperate M&E team.

By using PRA Tools, Review Documents, Events Reports, event observation, the project team will monitor the PMT. Quarterly Periodic

By using PRA tools, they are monitoring their actions. PIC monitor the action of Task Force, SDMC and SMC as per their action plan. In half of the year, SWOT analysis will conducted to see the performance

SAP-Bangladesh Program Team

Process

SAP-Bangladesh Management

Tier & Who When

Monthly &

Quarterly

Half Yearly,

Quarterly, Monthly

Weekly & Monthly, Half Yearly SD

MC

SMC

Tier 1:SAP-HO

Tier 2: PMT1

Tier 3: PMT2

Effectiveness of project, outcomes, standard & compliances, Sustainability issues.

SAP-Bangladesh M&E Team

Cross check Tier 3 findings, activities, immediate outcome, etc.

What to Monitor

Project Management

Team

Inputs, Tasks, action points of Task Force, SDMC and SMC, process, achievement, etc.

Task Force

PIC

Project Field Team

Structural mitigation activities

Steps-4: Data Collection Tool Data collection is very important matter in M&E. For collecting data, there are different kinds of tools on the basis of nature of data. In participatory Monitoring and evaluation, PRA Tools are used for collecting data from the field level. By developing above protocol (figure-2), it makes clear that the C2R2 Project is participatory nature but more accountability and removing biasness the conventional M&E system also used in Tier 2 and 1. However, for collecting data from the field, the following potential tools can be used.

Checklist Field Monitoring Tool (PMT1) (Attach in Annex-3)Format (Attach in Annex-4)SDMC Monitoring Tool (Attach in Annex-4) Task Force Monitoring Tool (Attach in Annex-4)Meeting MinutesAttendance PhotographRegisterReport

(Note: The above attached tools are draft which is finalized by workshop)Steps-5: Data Collection Technique Following data collection technique will be used.

PRAInterviewParticipatory DiscussionObservationFollow up Review

This technique will be sued on the basis of the data nature. Steps- 6: Data Analysis Data will collected from the PMT2 and PMT1 will validate the data. An Excel database will use to analysis the data from different area. And On the basis of the impact indicator the data will be validated. Steps-7: Reporting and Sharing After Data Analysis and Validation, Report will be prepared by the project team. The report will be assessed the program team of SAP-Bangladesh. A systematic Report sharing system will be used from the community to SAP-Bangladesh Management.


Validation=Reporting and Sharing=

Figure-3: Validation, Reporting and Sharing

Participatory EvaluationParticipatory Evaluation connotes an evaluation where the project beneficiaries directly or indirectly involve for evaluating their project implementation. In C2R2 Project, the following participatory evaluation will conducted in the project working area.

SWOT analysis of C2R2 Project Knowledge Attitude and Practice (KAP) Periodic Evaluation

Indicator Performance Tracking Table For perfectly tracking the performance of the project, SAP-Bangladesh also has developed the Indicator Performance Tracking Table (IPTT). This will help me the cumulative progress of the project in comparing with baseline data of the project. Facilitation Process of Data collection from the field The process of data collection from field is attached in Annex-4 (in Bangla). ConclusionPM&E system is very important system that creates greater possibilities to make the project sustainable and impact can be achieved perfectly as the beneficiaries are directly involved in the process. For C2R2 project, this guideline actually shows the path of going ahead and systematically collect data from the field. The protocol of PM&E may help to perfectly organize process of PM&E for tracking the better result from the field.


Community or different groups, events, Meetings, Training etc

SAP-Management SAP-M&E

Team

Project Management Team

PIC

Field Team

Annex-1: PM&E Framework

Intervention Logic

Objectively Verifiable Indicators (OVI)

Baseline

Information to be collected

Key M&E Questions

Means of verification

Method

Tools

Frequency

Person responsible

Risk and Assumption

Boarder Objectives To contribute to the reduction of the vulnerabilities of school going boys and girls in high risk cyclone prone communities of Naltona Union under Barguna Sadar Upazila, Barguna district.

#% of boys and girls continue their education immediately after disaster

Boys, Girls

# How many boys and girls attend school and continue their study after disaster?

# Baseline /Assessment Report # School DMC Report # Safe School Action Plan #Outcome Monitoring Report # Project Final Evaluation Report #Annual Project Progress Reprot

PRA, SWOT, KAP,SSI

End of the project

M&E Unit SAP-BD and Plan, Project Staff, community people, stakeholders

# Rate of school dropout among the boys and girls in the targeted primary and secondary school

Boys and Girls, Primary and secondary school information

# How many boys and girls leave their school? # How many boys and girls dropout from each primary and secondary school?

# Rate of Child Marriage among the girls in the targeted

Girls, Child Marriage

# How many girls got child marriage at the target school?


primary and secondary school

(APRR)

# Rate of death among the boys and girls in the target primary and secondary school after the occurrence of disaster.

Boys and Girls, Wound and Death Information

# How many boys and girls death after the occurrence of disaster? # How many boys and girls are wounded by the disaster?

Specific Objectives To build disaster resilient school environment that ensures the right to education and protection of boys and girls in high risk communities of the

% of the targeted school developed child centered safe school action plan ( that includes structural and non- structural action plan)

Number of SSAP, Boys, Girls

# How many school developed Child Centered Safe School Action Plan? # What is the process of developing SSAP? # Who and How many stakeholders are present to prepare the

# Baseline /Assessment Report # Participatory Monitoring Report # Safe School Action Plan #Outcome Monitori

PRA, Matrix, SSI

Final Evaluation

M&E unit of Plan Bangladesh and SAP-Bangladesh, Project staff, community people, stakeholders

# Large scale disaster can take place in the project area #Unrest political situation and longer monsoon may hamper the overall speed of implementation


cyclone prone area of Naltona Union under the Barguna sadar upazilla, Barguna District.

SSAP? # How many boys and girls involve in developing SSAP?

ng Report # Project Final Evaluation Report #Annual Project Progress Report (APRR) # Project Final Evaluation Report

# Participation, collaboration and share information of school and education authority

% of targeted school implemented child centered safe school action plan

Number of School, Number of action Plan

# How many school has implemented the child center safe school action plan? # How many action plan has been implemented?

% of targeted school are prepared with required equipment to effectively respond to disasters

List of equipment, number of school

# What kinds of equipment they have prepared and how many? # Is this equipment enough for responding disaster? # Is this equipment child safety


and applicable for them?

% of boys and girls, teachers, SMC, Parents and community people are involved in disaster preparedness activities (EWS, Household Preparedness, evacuation, psychosocial care etc)

Boys and Girls, Teachers, SMC, Parents and Community

# How many boys and girls, Teachers, SMC, parents and community involve in this Disaster Preparedness activities? # How many boys and girls, Teachers, SMC, parents and community got training on EWS, Household Preparation, Evacuation System, Psychosocial Support?

Expected Result 1Strengthened Safe learning facilities within the

% of Schools implemented safe school structural mitigation

Number of School building retrofitte

# How many school implemented Safe School

# Assessment Report #Activit

PRA Spider Net , Matrix,

Monthly, Quarterly

Project Staff, SMC, SDMC, LGD,

Education Authority fails to remain committed


school environment ensuring participation of concerned stakeholder including boys and girls

activities with accessibilities features (Options for C/PWD) based on the recommendation from the assessment

d or repaired, Number of adaptation measure taken, Options for children and Person With Disabilities accessed, Number of Boys and Girls benefited

Structural Mitigation Activities as per assessment? #How many schools repaired and retrofitted as per assessment? # How many adaptation measures of Climate Change Addressed and this is applicable for children and disabilities? # How many boys and girls benefited? # How many option are created for C/PWD?

y and Event Report # Monthly Activity Report # Outcome Monitoring Report # Quarterly MIS Report

Venn Diagram

Education Authority

to the project # Plan and SAP-BD as well as other associates continue to have a good relationship with the government.

% of schools with disaster

Number of

# How many


resilient safe water and sanitation facilities (disaggregated by sex and disabilities)

disaster resilient WASH facilities provided, Options for Sex and Disabilities, Number of Boys and Girls

disaster resilient safe water and sanitation facilities developed in the selected school? #How many boys and girls benefited by this intervention?

Expected Result 2Strengthened institutional arrangements for child centered school disaster management that is responsive to the needs of boys and girls.

% of targeted schools developed safe school action plan that includes risk reduction activities

Activities, Boys and Girls, SDMC

# How many boys and girls include in each school for Safe school Action Plan? # How much equiped of SDMC of the school for reducing risk?

# Assessment Report #Activity and Event Report # Monthly Activity Report # Outcome Monitoring Report

PRA, Map Diagram, Matrix, Problem Tree

Monthly, Quarterly

Project Staff, SMC, SDMC, Task Force

# Communities don't take ownership of safe school activities # School Authority are willing to facilitate children's participation in the planning process.

% of schools implemented safe school

School How many school implemente


action plan d SSAP? # Quarterly MIS Report

% of boys and girls, SMC Members are invlove in mock drill/ simulation.

mock-drill/simulation, Boys and girls, SMC member,

# How many mock-drill conducted in school? # How many boys and girls involve in mock drill? # How many participant was viewers present in the mock-drill?

% of boys and girls, teachers, SMC Members are trained on safe school process facilitation EWS, First AID, Search & rescue, Psychological care

Training, Boys, Girls, Teachers, SMC members

# How many training has been conducted? # How many boys, girls, teachers, and SMC members are trained?

% of SMC and SDMC carried out regularly

Activities, Boys and Girls.,

# How many meeting has been


monthly meeting and joint quarterly monitoring and dissiminated with concerned stakeholders.

SDMC, SMC

conducted by the SMC, SDMC? # How many quarterly monitoring and disseminated conducted ?

Expected Result 3 A knowledge Management system for Disaster Risk Reduction and resilient education is promoted and established

# of research report produced, published and disseminated on safe school initiatives.

Number of report

# How many report published on safe school initiatives?

# Assessment Report #Activity and Event Report # Monthly Activity Report # Outcome Monitoring Report # Quarterly MIS Report # project

Participant Observation, Interview

Map Diagram, Matrix,

Last Quarter

Plan Bangladesh and Project staff,

Concerned duty bearer (education authority) apply learning from project implementation # of

representatives from Local Govt. bodies i. e. Union, Upazilla and district as well as CSOs shared learning's and recommendations of safe

Number of LGD participants,

How many participants attend in the district level advocacy workshop and among them how many LGD representatives?


school initiatives in District level advocacy workshop.

final evaluation report # TOR Quarterly coordination mechanism

# of representatives from education cluster, NARRI Consortium DDM , MOWCA, Education Authority ( primary and secondary) and CSOs shared learning's and recommendation of safe school initiatives in National level advocacy workshop.

Number of Participants

How many participants are from education cluster, NARRI Consortium DDM, MOWCA, Education Authority (primary and secondary) and CSOs?

Quarterly Coordination mechanism established at district

Number of Coordination Mechani

How coordination mechanism established? # What its


level for promoting safe school and right to education

sm number for promoting safe school and right to education?

# of identified good practices are documented and disseminated (using printing and electronic media)

Good Practices

# How many good practice dissemination counted? # Which printing and electronic media disclose this?

# of IEC material developed and disseminated on DRR and CCA

Number of IEC materials

How many IEC materials developed and to whom it is provided?



Annex-2: Performance Indicator Tracking Table (PITT)

Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual

0% 0 0 0%

0% 0 0 0%

0% 0 0 0%0% 0 0 0%

0% 0 0 0%

0% 0 0 0%

0% 0 0 0%

0% 0 0 0%

0% 0 0 0%

0 0

0% 0 0 0%

0% 0 0 0%

0% 0 0 0%

0% 0 0 0%

0% 0 0 0%

0% 0 0 0%

0% 0 0 0%

0% 0 0 0%

0% 0 0 0%

0% 0 0 0%

0% 0 0 0%

0%

0%0%

0%

Baseline Data

% of target

Quarter 5

0% 0% 0%

0%

0%

0%

0%

0%

0%

Project/Programme Logframe IndicatorsQuarter 4

%of targetINDICATOR Indicator

Mode

0%

% of

Quarter 6

0%

0%

0% 0%

Expected Result 1: Strengthened safe learning facilities within the school environment ensuring

Specific Objectives

Board ObjectiveBO1. Rate of boys and girls continue their education immediately after disaster

ER1.1 % of schools implemented safe school structural mitigation activities with accessibility features (option for C/PWD ) based on the recommendation from the assessment

ER3.1 # of research report produced, published and disseminated on safe school initiatives.

SO1. % of targeted schools developed child centered safe school action plan (that includes structural and non-structural action plan)

ER2.2 % of schools implemented safe school action plan (software)

ER2.3 % of boys & girls, teachers, SMC members are involved in mock-drill/simulation

ER2.4 % of boys & girls, teachers, SMC members are trained on safe school process facilitation, EWS, First aid, Search & Rescue, Psychosocial care etc

ER2.1 % of targeted schools developed safe school action plan that includes risk reduction activities.

ER1.2 % of schools with disaster resilient safe water and sanitation facilities (disaggregated by sex and disability).

ER2.5 % of SMC and SDMC carried out regularly monthly meeting and joint quarterly monitoring and disseminated with

0% 0% 0%

% of Target

% of PP Target

% of Annual Target

Quarter 3Year to Date

Actual

0%

PP Target

0%0% 0%

Annual Target

Quarter 1 Quarter 2

% of Target

0%

0%

0%0%

0%

0%0%

PP Actual

% of Target

0%0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0% 0%

0%

BO2. Rate of school droup out among the boys and girls in the targeted primary and scondary school

BO3. Rate of Child Marriage among the girls in the targeted primary and secondary schoolBO4. Rate of death among the boys and girls in the target primary and scondary school after the occurance of disaster.

0%

0%

SO2. % of targeted schools implemented child centered safe school action plan

SO3. % of targeted schools are prepared with required equipments to effectively respond to disasters

SO4. % of boys & girls, teachers, SMC, parents and community people are involved in disaster preparedness activities (EWS, household preparedness, evacuation, psychosocial care etc.)

Expected Result 2

Expected Result 3

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

ER3.2 # of representatives from Local Govt. bodies i.e. Union, Upazila and district as well as CSOs shared learning’s and recommendations of safe school initiatives in district level advocacy workshopER3.3 # of representatives from Education Cluster, NARRI consortia, DDM, MOWCA, Education Authority (primary & secondary) and CSOs shared learning’s and recommendations of safe school initiatives in national level Quarterly coordination mechanism established at district level for promoting safe school and right to education

ER3.4 # of identified good practices are documented and disseminated (using printing and electronic media)

ER3.5 # of IEC materials developed & disseminated on DRR and CCA

0%

0%

0%

0%

0%

0%

0%

Note: The final file of the PITT can be found in the attached Excel file.


16

Annex-3: Field Monitoring Format

Field Monitoring Report 1. Reporting Person’s information:NameDesignation

2. PROJECT informationPROJECT name Upazila name District

nameDate of visit Date of last

visit

3. Objectives of visit

4. Key observations during visit (both performance & result)

a. Key performance areas Key component

Key findings as per planned/standard Management response what has

been done/achieved (what & how many)

what has not been done/achieved

Reason of the deviation if any

Activities as per Plan :

-

Output/Outcome as per Indicators:

-Process - -

Documenta


tion

b. Utilization of Fund collating to budget (date: From ___________to ___________)

Sl. No.

Activities no. in Budget

Budget Amount

Expenditure Amount

Deviation Amount

Reason behind the deviation

Percentage of Expenditure

Unspent Remarks

5. Any other observation/comments please mention

6. Resolving status of Key Issues addressed in previous visit(Actions of Previous Visit Addressed)

Key issues (recommendation/action of last visit)

Resolving status

-

7. Challenges faced in terms of Program implementation

8. Key Actions or recommendation made during visit Recommendations as per gaps/limitation

Actions to resolve

Who will do Support needed (What &whom)

Who will follow up

-

9. Method and tools used:

10.Acknowledgement Signature of M&E


Officer/OfficerSignature of concern PROJECT Manager/ Team Leader Signature of Focal Person

Annex-4: Format

GmwWGgwm gvwmK Kvh©µg gwbUwis Uzj¯‹z‡ji bvgt

MÖvgt

BDwbqb:

Dc‡Rjvt

‡Rjvt ZvwiLt

3| G gv‡m GmwWGgwmÕi mfv n‡q‡Q?

µwgK ‡kl mfvi ZvwiL

‡gvU m`m¨

Dcw¯’wZ msL¨v

WKy‡g›Ukb n‡q‡Q? n¨v/bv

4 GmwWGgwm MZ mfvi cÖavb cÖavb wm×všÍ mg~n wK wQj I Zv ev¯Íevq‡bi c`‡¶c wK †bqv n‡q‡Q?µwgK wm×všÍ mgyn n¨vu/bv n¨vu

n‡j ev¯Íevq‡bi ZvwiL I c`‡ÿc mg~n

bv n‡j Zvi KviY ev¯Íevq‡bi m¤¢ve¨ ZvwiL

5| we`¨vj‡q we`¨vjq wbivcËv cwiK¬cbv Av‡Q wK?

1| n¨vu 2| bv nüv n‡j

5.1| G gv‡m we`¨vj‡qi Kg© cwiKíbvi wK wK ev¯Íevqb Kiv n‡q‡Q?

6| we`¨vj‡q `~‡h©vM eë¯’cbv cwiKíbv Lmov †Zix Kiv n‡q‡Q wK?

1| n¨vu 2| bv

7| M„wnZ cwiKíbv Abymv‡i †Kvb ev‡RU I Znwej Kiv n‡q‡Q wK?

1| n¨vu 2| bv 3| m`mïv ej‡Z cv‡ib bv


7.1| hw` ev‡RU I Znwej _v‡K Zvn‡j ‡mwU c©hv‡jvPbv Kiv nq wK? Ges Zv wK fv‡e Kiv nq?

8| KZw`b c~‡e© `y‡hv©M cwiKíbv cÖ¯‘Z/nvj bvMv` Kiv n‡q‡Q?

9| we`¨vj‡qi evB‡i mgm¨v `~i Ki‡Z ev Kgv‡Z wK †Kvb wb‡`kbv †Ìqv n‡q‡Q wK? n‡j †mwU wK ai‡bi?

10| `y‡hv©M cwiKíbvi cÖavb cÖavb welq m¤ú‡K© m`m¨‡ì aviYv wK? (cÖkœ K‡i g~j¨vqb K‡ib wb‡Pi K¨vUvMwi Abymv‡i wUK w`b)fvj (7-10), †gvUvgywU (4-6), Lvivc (0-3)

1|fv‡jv 2| ‡gvUvgywU 3| Lvivc

11| GKRb m`m¨ wn‡m‡e GmwWGgwm ‡Z Avcbvi `vwqZ¡ I KZ©e¨ wK wK?

m`m¨-1: 1|fv‡jv 2| ‡gvUvgywU 3| Lvivc



12| `y‡hv©M cwiKíbvwU I gvbwPÎwU mwVK c×wZ AbymiY K‡i ˆZix Kiv n‡q‡Q wK?

13| GmwWGgwm wK BDwbqb wWGgwm KwgwUi mv‡_ wbqwgZ †hvMv‡hvM iÿv K‡i?

1| n¨vu 2| bv 3| gv‡S gv‡S

14| `~‡hv©M welqK m‡PZbv e„w×‡Z GmwWGgwm GB gv‡m we`¨vj‡q Ges we`¨vj‡qi evB‡i wK wK ai‡bi c`‡ÿc MÖnb K‡i‡Q?

1| nüv 2| bv

hw` nüv nq Zvn‡j wb‡Pi †Uwej wU c~iY Kiƒb-µwgK c`‡ÿc mgyn AskMÖnbKvixi msL¨v djvdj

wkï cyiyl gwnjv ‡gvU‡Q‡j ‡g‡

q


15| GmwWGgwm m`m¨‡Ì gšÍe¨ I mycvwik mg~nt

wcAvBwm m`m¨‡ì bvg hviv cix‡eÿ‡Y AskMÖnbK‡i‡Qb:µwgK

bvg cwiPq ¯^vÿi

12345

Uv¯‹‡d©v‡mi gvwmK Kvh©µg gwbUwis Uzj¯‹z‡ji bvgt

MÖvgt

BDwbqb:

Dc‡Rjvt

‡Rjvt ZvwiLtaiYt

3| G gv‡m Uv¯‹‡d©v‡mi mfv n‡q‡Q?

µwgK ‡kl mfvi ZvwiL

‡gvU m`m¨

Dcw¯’wZ msL¨v

WKy‡g›Ukb n‡q‡Q? n¨v/bv

4| Uv¯‹‡dv©‡mi MZ mfvi cÖavb cÖavb wm×všÍ mg~n wK wQj I Zv ev¯Íevq‡bi c`‡¶c wK †bqv


n‡q‡Q?µwgK wm×všÍ mgyn n¨vu/bv n¨vu

n‡j ev¯Íevq‡bi ZvwiL I c`‡ÿc mg~n

bv n‡j Zvi KviY ev¯Íevq‡bi m¤¢ve¨ ZvwiL

5| `y‡hv©M cwiKíbvi cÖavb cÖavb welq m¤ú‡K© m`m¨‡ì aviYv wK? (cÖkœ K‡i g~j¨vqb K‡ib wb‡Pi K¨vUvMwi Abymv‡i wUK w`b)fvj (7-10), †gvUvgywU (4-6), Lvivc (0-3)

1|fv‡jv 2| ‡gvUvgywU 3| Lvivc

6| GKRb m`m¨ wn‡m‡e Avcbvi `vwqZ¡ I KZ©e¨ wK wK?




7| `jwU wK ¯‹zj GmwWGgwm KwgwUi mv‡_ wbqwgZ †hvMv‡hvM iÿv K‡i?

1| n¨vu 2| bv 3| gv‡S gv‡S

8| `~‡hv©M welqK m‡PZbv e„w×‡Z `jwU GB gv‡m we`¨vj‡q Ges we`¨vj‡qi evB‡i wK wK ai‡bi c`‡ÿc MÖnb K‡i‡Q?

1| nüv 2| bv

hw` nüv nq Zvn‡j wb‡Pi †Uwej wU c~iY Kiƒb-

µwgK c`‡ÿc mgyn AskMÖnbKvixi msL¨v djvdjwkï cyiyl gwnjv ‡gvU‡Q‡j ‡g‡

q


9| Kg©Kv‡Ûi cÖwµqv we¯ÍvwiZ e¨vL¨v K‡ib?

10| GmwWGgwm m`m¨‡Ì gšÍe¨ I mycvwik mg~nt

11| wK wK P¨v‡jÄ wQj Ges wK fv‡e Zv ‡gvKv‡ejv K‡i‡Qb?

wcAvBwm m`m¨‡ì bvg hviv cix‡eÿ‡Y AskMÖnbK‡i‡Qb:µwgK bvg cwiPq ¯^vÿi1

23

45


Annex-5: KwgDwbwU fjvbwUqvi gvwmK cwiKíbv bvg cèx:MÖvg: Iqv©W

bs:BDwbqb: ¯‹‡ji bvg:

ZvwiL mgq KvVv‡gvMZ cÖkgb Kv©hµg

¯‹yj ch©vq K©vhµg

KwgDwbwU ch©vq Kvhµg

m¤¢e¨ AskMÖnbKvix Kv©hµg ¸‡jv

ev¯Íevq‡bi cÖwµqv

gšÍe¨ cyiæl

gwnjv ‡gvU

cÖ¯‘ZKviK: c©h‡eÿY: Aby‡gv`b:


KwgDwbwU fjvbwUqvi gvwmK Kv©hµg wi‡cv©U bvg cèx:MÖvg: Iqv©W

bs:BDwbqb: ¯‹‡ji bvg:

KvVv‡gvMZ cÖkgb Kv©hµg

Kv©hµg cÖwµqv wK wQj?wK ai‡bi cwieZ©b

n‡q‡Q

wK ai‡bi P¨v‡jÄ/evav

wQj

wKfv‡e P¨v‡jÄ/evav

`~i Kiv n‡q‡Q

‡Kvb †÷K‡nvìviv AšÍfy³ wQj

wK?djvdj gšÍe¨

¯‹yj Ges KwgDwbwU ch©vq K©vhµg

Kv©hµg

cÖwµqv wK wQj?

wK ai‡bi cwieZ©b

n‡q‡Q

AskMÖnbKvix

wK ai‡bi

P¨v‡jÄ/evav wQj

wKfv‡e P¨v‡jÄ/evav `~i Kiv

n‡q‡Q

djvdj gšÍe¨

jÿ¨gvÎv

ARb

cyiæl

gwnjv

‡Q‡j wkï

‡g‡q wkï

cÖwZeÜx


wkïweevn †iva: AiÿYkxj ‡g‡q wkï (12-18 g‡a¨ eqm) †ì ZvwjKv µwgK

wkkyi bvg evevi bvg wVKvbv R¤§ mb` Av‡Q wK?

bv _vK‡j KviY

eqm (R¤§mb` Abyhvqx)

‡kªYx I †ivj bs

‡gvevBj bs (cwiev‡ii eqt‡RŠô m`m¨)

gšÍe¨

we‡eP¨ welq AiÿYkxj ‡g‡q wkï (12-18 g‡a¨ eqm) †ì wbe©vPb Kiv †ÿ‡Î ‡kÖYx wfwËK eqm cvwievwiK A¯^”QjZv cixÿvi djvdj we`¨vj‡q Dcw¯’wZ

we`¨vjq †_‡K S‡o civ †iva: we`¨vj‡qi Dcw¯’wZ we‡kølY gv‡mi bvg:µwgK

we`¨vj‡qi bvg Mo Dcw¯’wZ Mo Abycw¯’wZ kZKiv nvi 30 w`b+ Abycw¯’wZ

gšÍe¨



Annex-6: gvV c©hvq Z_¨ msMÖn gvV ch©v‡q Z_¨ msMÖn GKwU ¸iæZ¡c~Y© welq| Gi Dci cªKí mvdj¨ A‡bKUv wbfi K‡i| ZvB Z_¨ msMÖn ïiæ Kivi Av‡M c~e©eZ©x me¸‡jv avc wiwfD K‡i †bqv| hv‡Z cy‡iv gwbUwis cÖwµqvi jÿ¨-D‡Ïk¨ wVK _v‡K Ges Dchy³ ev cÖvmw½K Z_¨ msMÖn Kiv m¤¢e nq| AskMÖnYg~jK gwbUwis‡q Z_¨ msMÖn Kivi mgq Av‡iv †h welq¸‡jv †Lqvj ivL‡Z n‡e-‡KŠkjMZ welq

KZw`b ci I KZevi Z_¨ msMÖn Kiv n‡e (wd«‡Kv‡qwÝ) wVK Kiv gwbUwis ÷vd ev‡` Ab¨‡Kvb ÷vd hw` Z_¨ msMÖ‡n hvq Z‡e Zv‡K

c~‡e© Awi‡q‡›Ukb †`qv mnR †hvMv‡hv‡Mi fvlvq K_v ejv wcAviG Uzj eënv‡ii †ÿ‡Î Z_¨ msMÖ‡ni mgq mnRjf¨ I cÖvmw½K

DcKiY eënvi Kiv| Dchy³ Uzj (di‡gU/‡PKwj÷/cÖkœcÎ) Abyhvwq Z_¨ msMÖn Kiv|

cÖ‡qvR‡b †bvU ivLv I di‡gU c~iY Kiv| msMÖnK…Z Z_¨ ev †WUv wiwfD Kiv cieZx© avc A_©vr †WUv GbvjvBwm‡mi Rb¨ ‡WUv myweb¨v¯Í K‡i

msiÿY Kiv|

‰bwZK welq AskMÖnYKvixi K…wó, ms¯‹…wZ, AvPvi-Abyôvb BZ¨vwì cÖwZ

kÖ×v D‡Ïk¨g~jK cÖkœ bv Kiv ev wbw`©ó DËi`v‡b eva¨ ev cÖfvweZ bv

Kiv AskMÖnYKvix‡K mgq †`qv ev Zvovû‡ov bv Kiv AskMÖnYKvixi gZvg‡Zi cÖwZ kÖ×vkxj _vKv
